ENG4U
ENG4U - English 12 course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace.
| Unit Order | Unit Name | Suggested Time |
|---|---|---|
| Unit 1 | Writing | 30 hrs |
| Unit 2 | Hamlet | 24 hrs |
| Unit 3 | Media Literacy | 24 hrs |
| Unit 4 | The Great Gatsby | 22 hrs |
| Final | Final Exam | 10 hrs |
| Total | 110 hrs |
This unit plan takes you through the basic steps for planning a unit on essay writing. The stages of writing (brainstorming, planning, drafting, revising, editing and publishing) as well as other important writing concepts such as paragraph structure, thesis statements, proofreading and citing evidence will be discussed throughout this unit.
Students studying Hamlet will read the play in acts. At the end of each act there is a short note on the overall purpose and effect of the section that has just been studied. This will enable students to keep this lengthy play together in their own minds and allow for reflections on the larger design features and ideas in the play. Students will examine the intricate "dance" of relationships that Shakespeare creates, and the balance and care with which he pulls together his cast of characters. At the end of each act students will select one writing task from a choice of questions to respond to. In some sections these questions have students reaching outside the play to make connections to modern film, social issues, and historical context. In other sections, students will reflect on the characters--their thoughts, and feelings. At the end of the play, students will write a 1200 word essay on one of three topics.
The students will learn about the importance of being mediate literate, and will explore the elements of advertisements. The students will practice being “media literate” as they learn how to deconstruct popular advertisements.
As students Listen to F. Scott Fitzgerald’s classic novel The Great Gatsby, they will conduct in-depth character analysis of Gatsby and evaluate how Fitzgerald uses the character of Gatsby, as well as other literary devices, to comment on the society and values of the American 1920s. Students will consider issues of social class and the impact of history and memory on the lives of the characters as well as on our own.
A variety of teaching and learning strategies are used to allow students many opportunities to attain the necessary skills for success in this course and in future studies. In all activities, consideration will be taken to ensure that individual student’s multiple intelligences and learning strengths are addressed through the use of varied and multiple activities in each lesson.
Examples of some of the activities included in a course are in the chart below.
| Online Learning Activities | Offline Learning Activities |
|---|---|
| Watching instructional videos | Reading materials for course |
| Engaging in discussions with peers on the discussion forums (one per unit) | Studying instructional material |
| Completing online timed assignments | Practicing skills |
| Completing online timed tests | Completing assignments |
| Completing inquiry and research activities | Preparing presentations |
| Practicing through online quizzes | Reviewing for tests and exams |
Per the guidelines outlined in Growing Success (2010), the core objective of student assessment and evaluation is to enhance and advance student learning.
As an essential component of assessment, teachers deliver specific, descriptive feedback to students to support and direct their ongoing learning progress. In contrast, evaluation involves measuring student work quality against established provincial criteria and assigning a final rating that accurately reflects overall academic performance. While instruction covers all curriculum expectations, formal evaluation focuses specifically on students’ mastery of overarching course expectations.
Student academic performance is evaluated based on defined curriculum-specific expectations. Educators exercise professional judgment to select which individual curriculum expectations will be used to assess mastery of overall course standards. Additional expectations may be integrated into daily instruction and formative assessment but not counted toward formal evaluative grading. To guarantee valid, equitable, and consistent assessment and evaluation practices, teachers adhere to a set of standardized strategies that meet the following criteria:
The provincial achievement chart divides student knowledge and skills into four core evaluative categories:
Teachers conduct balanced assessment and evaluation across all four categories throughout the course. Students earn course credit and a final recorded grade if their overall course mark is 50% or higher. The final course grade is calculated based on the following weighted breakdown:
75% Term Work and Attendance: Seventy percent of the final grade is derived from ongoing formative and summative evaluations completed during the course. This weighting reflects students’ consistent academic performance over time, with appropriate priority given to recent demonstration of learning growth and mastery.
25% Final Evaluation: Thirty percent of the final grade is determined by a comprehensive final assessment administered near the conclusion of the course.
Teachers are responsible for supporting all students with special education needs. They should work collaboratively with special education staff and use assessment data to create Individual Education Plans (IEPs). The planning process involves determining if a student requires accommodations only, modified expectations, or alternative expectations. The goal is to provide the necessary support to maximize a student's success, with accommodations being the first option considered.
English language learners (ELLs) bring a rich diversity of backgrounds and experiences to the classroom. Teachers create an inclusive and supportive environment by adapting their instruction to meet varying levels of English proficiency. This can involve modifying expectations, using visual aids and first-language support, and incorporating culturally relevant resources. It's important to recognize that some students may need continued instructional support even after receiving formal ESL services.
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